The Ancient Greek Civilization

The Ancient Greek Civilization Tell It Again!™ Read-Aloud Supplemental Guide
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Tell It Again!™ Read-Aloud Anthology
Listening & Learning™ Strand
Core Knowledge Language Arts®
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Tell It Again!™ Read-Aloud Anthology
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Introduction to The Ancient Greek Civilization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Lesson 1: The Ancient Greeks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Lesson 2: The Olympic Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Lesson 3: Sparta . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Lesson 4: Athens . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Lesson 7: The Great Philosophers of Greece . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Lesson 8: Alexander the Great, Part I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Lesson 9 (optional): Alexander the Great, Part II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Domain Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
Domain Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Culminating Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
© 2013 Core Knowledge Foundation
The Supplemental Guide is designed as a companion to the series of Tell It Again! Read-Aloud Anthologies, of which there is one per domain. This introduction to the Supplemental Guide provides information about the guide’s purpose and target audience, describes how it can be used flexibly in various classroom settings, and summarizes the features of the guide that distinguish it from the Tell It Again! Read-Aloud Anthologies.
Intended Users and Uses
This guide is intended to be used by general education teachers, reading specialists, English as a Second Language (ESL) teachers, special education teachers, and teachers seeking an additional resource for classroom activities. The use of this guide is flexible and versatile and is to be determined by teachers to fit the unique circumstances and specific needs of other classrooms and individual students. Teachers whose students would benefit from enhanced oral language practice may opt to use the Supplemental Guide as their primary guide for Listening & Learning. Teachers may also choose to begin a domain by using the Supplemental Guide as their primary guide before transitioning to the Tell It Again! Read-Aloud Anthology, or may choose individual activities from the Supplemental Guide to augment the content covered in the Tell It Again! Read-Aloud Anthology. Such teachers might use the Vocabulary Instructional Activities and some of the modified read-alouds during small-group instruction time. Reading specialists and ESL teachers may find that the tiered Vocabulary Charts are a useful starting point in addressing their students’ vocabulary learning needs.
The Supplemental Guide is designed to allow flexibility with regard to lesson pacing and encourages education professionals to pause and review when necessary. A number of hands-on activities are included in the lessons, as are graphic organizers, to assist students with learning the content presented in the lessons.
Preface to the Supplemental GuidePreface to the Supplemental Guide The Ancient Greek CivilizationThe Ancient Greek Civilization
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Supplemental Guide Contents
The Supplemental Guide contains modified read-alouds, tiered Vocabulary Charts, Multiple Meaning Word Activities, Syntactic Awareness Activities, and Vocabulary Instructional Activities. For each modified read-aloud, a variety of Multiple Meaning Word Activities, Syntactic Awareness Activities, and Vocabulary Instructional Activities are available for classroom use, affording students additional opportunities to use domain vocabulary. The activities integrated into the lessons of the Supplemental Guide create a purposeful and systematic setting for English language learning. The read-aloud of each story or nonfiction text builds upon previously taught vocabulary and ideas and introduces language and knowledge needed for the next more complex text. The Supplemental Guide’s focus on oral language in the earlier grades addresses the language learning needs of students with limited English language skills who may not be exposed to the kind of academic language found in written texts outside of a school setting.
Modified Read-Alouds
The modified read-alouds in the Supplemental Guide, like the read-alouds in the corresponding Tell It Again! Read-Aloud Anthology, are content-rich and designed to build students’ listening comprehension, which is a crucial foundation for their reading comprehension abilities. You may notice that not all of the read-alouds in the Tell It Again! Read-Aloud Anthology appear in the corresponding Supplemental Guide. Some of the read-alouds were omitted to provide ample time for teachers to review read-aloud content and language and engage students in extended dialogue about the text. Nonetheless, students who listen to the Supplemental Guide read-alouds will learn the same core content as students who listen to read-alouds from the corresponding Tell It Again! Read-Aloud Anthology.
In the modified read-alouds, the teacher presents core content in a clear and scaffolded manner. Lessons are designed to be dialogic and interactive in nature. This allows students to use acquired content knowledge and vocabulary to communicate ideas and concepts with their peers and teachers in an accommodating and safe environment. Maximizing time for student conversation by structuring supportive situations where students can engage in meaningful, collaborative discussions with their teacher and peers is an important catalyst to oral language development.
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Tips and Tricks for Managing the Flip Book During the Read-Alouds
Please note that many modified read-alouds ask that you show Flip Book images in a non-sequential order that differs from the order in which the images are arranged in the Flip Book. Furthermore, some modified read-alouds make use of Flip Book images from two or more separate lessons.
It is highly recommended that you preview each modified read-
aloud, with the Flip Book in hand, before teaching a lesson. It is critical that you be familiar with the order of the Flip Book images for a given read-aloud, so that you are able to confidently present the read- aloud text and the appropriate image, without fumbling through pages in the Flip Book.
We recommend that you consider using one or more of the following tips in preparing the Flip Book prior to the read-aloud to ensure a smooth transition in moving from one image to the next :
• Number the Flip Book thumbnails in each read-aloud lesson of the Supplemental Guide. Place correspondingly numbered sticky notes, staggered, and in the order Flip Book images will be shown, projecting from the side of the Flip Book (i.e., if the number “3” is written next to an image thumbnail in the read-aloud, write the number “3” on a sticky note and then place this on the appropriate image so it projects from the side of the Flip Book).
• Alternatively, write the Flip Book image numbers as they appear in the read-aloud lesson of the Supplemental Guide (e.g. 4A-3) on sticky notes that project out from the side of the Flip Book so that image numbers are clearly visible on the sides.
• If you need to show images from two separate, non-consecutive lessons, use different colored sticky notes for the different lessons. Be aware that images are printed on both sides of pages in the Flip Book. In some instances, you may need to be prepared to physically turn the Flip Book over to locate the next image and continue the read-aloud.
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Vocabulary Charts
Vocabulary Chart for [Title of Lesson] Core Vocabulary words are in bold. Multiple Meaning Word Activity word is underlined. Vocabulary Instructional Activity word(s) have an asterisk (*). Suggested words to pre-teach are in italics.
Type of Words Tier 3 Domain-Specific Words
Tier 2 General Academic Words
Tier 1 Everyday-Speech Words
Phrases
Cognates
Vocabulary Charts at the beginning of each lesson categorize words into three tiers which are generally categorized as follows:
• Tier 1 words are those that are likely in the basic repertoire of native English speaking students—words such as art, science, and solider.
• Tier 2 words are highly functional and frequently used general academic words that appear across various texts and content areas— words such as permanently, compete, and method.
• Tier 3 words are content-area specific and difficult words that are crucial for comprehending the facts and ideas related to a particular subject—words like architecture, democracy, and military.
English Language Learners and students with limited oral language skills do not necessarily know the meanings of all Tier 1 words and may find Tier 2 and Tier 3 words confusing and difficult to learn. Thus, explicit explanation of, exposure to, and practice using Tier 1, 2, and 3 words are essential to these students’ successful mastery of content (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010, 32–35).
In addition, the Vocabulary Chart shows whether the chosen words are vital to understanding the lesson (labeled Understanding), have multiple meanings or senses (labeled Multiple Meaning), are clusters of words that often appear together (labeled as Phrases), or have a Spanish word that sounds similar and has a similar meaning (labeled as Cognates). Words in the Vocabulary Chart were selected because they appear frequently in the text of the read-aloud or because they are words and phrases that span multiple grade-levels and content areas. Teachers should be aware
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of these words and model the use of these words as much as possible before, during, and after each individual lesson, as well as to connect lessons. The Vocabulary Chart could also be a good starting point and reference for keeping track of students’ oral language development and retention of domain-related and academic vocabulary. These words are not meant to be exhaustive, and teachers are encouraged to include additional words they feel would best serve their group of students.
Supplemental Guide Activities
For each modified read-aloud, a variety of Multiple Meaning Word Activities, Syntactic Awareness Activities, and Vocabulary Instructional Activities are available for classroom use, affording students additional opportunities to use domain vocabulary and the English language. The icon, , appears in the Tell It Again! Read-Aloud Anthology to indicate that there is a Multiple Meaning Word Activity, Syntactic Awareness Activity, or Vocabulary Instructional Activity from the Supplemental Guide.
These three types of activities are integrated into the lessons of the Supplemental Guide to create a purposeful and systematic setting for English language learning. Read-alouds of stories and nonfiction texts build on previously taught vocabulary and ideas, so each text bootstraps the language and knowledge needed for the next more complex text within and across domains. The Supplemental Guide’s focus on oral language in the earlier grades addresses the language learning needs of students with limited English language skills who may not be exposed to the kind of academic language found in written texts outside of a school setting.
Multiple Meaning Word Activities
Multiple Meaning Word Activities help students determine and clarify the different meanings of individual words. This type of activity supports a deeper knowledge of words and a realization that many content words (i.e., nouns, verbs, adjectives, adverbs) have multiple meanings associated with them. Students with strong oral language may be able to navigate through different meanings of words without much effort. However, students with limited English language proficiency and minimal vocabulary knowledge may be less likely to disambiguate the meanings of words. This is why it is important that teachers have a way to call
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students’ attention to words in the lesson that have ambiguous meanings and that students have a chance to explore the nuances of words in contexts within and outside of the lessons.
Syntactic Awareness Activities
Syntactic Awareness Activities call students’ attention to sentence structure. During the early elementary grades, students would not be expected to read or write lengthy sentences but might be able to produce complex sentences in spoken language when given adequate prompting and support. Syntactic Awareness Activities support students’ awareness of the structure of written language, word order and interrelations between words, and grammar in order to construct and analyze sentences. Developing students’ oral language through syntactic awareness provides a solid foundation for written language development in the later elementary grades and beyond.
Vocabulary Instructional Activities
Vocabulary Instructional Activities are included to build students’ general academic, or Tier 2, vocabulary. These words are salient because they appear across content areas and in complex written texts. These activities support students’ learning of Tier 2 words and aid in deepening their knowledge of academic words and their connections to other words and concepts. The vocabulary knowledge students possess is intricately connected to reading comprehension as it encompasses all the words students must know to access background knowledge, express ideas, communicate effectively, and learn about new concepts.
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English Language Learners and Students with Disabilities
The Supplemental Guide assists education professionals who serve students with limited English language skills or students with limited home literacy experience, which may include English Language Learners (ELLs) and students with special needs. Although the use of this guide is not limited to teachers of ELLs and/or students with special needs, the following provides a brief explanation of these learners and the challenges they may face in the classroom, as well as teaching strategies that address those challenges.
English Language Learners
A main purpose of the Supplemental Guide is to facilitate the academic oral language development necessary for English Language Learners (ELLs) to fully participate in the read-alouds and activities in the Tell It Again! Read-Aloud Anthologies and to grant ELLs access to the core content presented in the Anthologies.
When teaching ELLs, it is important to keep in mind that they are a heterogeneous group from a variety of social backgrounds and at different stages in their language development. There may be some ELLs who do not speak any English and have little experience in a formal education setting. There may be some ELLs who seem fluent in conversational English but do not have the academic language proficiency to participate in classroom discussions about academic content. The following is a simple chart showing the basic stages of second language acquisition, proper expectations for student behavior and performance, and accommodations and support strategies for each stage. Please note that ELLs may have extensive language skills in their first language and that they advance to the next stage at various rates depending on their acculturation, motivation, and prior experiences in an education setting.
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(“The Silent Period”)
• Produces little or no English • May refuse to say or do
anything • Responds in non-verbal ways • Has a minimal receptive
vocabulary in English
• Use predictable phrases for set routines • Use…